how to design education to destroy the net generation or

41 years research of online learning begun at The Economist shows these main ways offline education becomes anti-youth and non job-creating- which does your place suffer from?

1 Over-examined curricula that lead to being trapped in debt not sustainable jobs

2 Missing curricula

3 Missing knowhow that doesn't fit large curricula specialism

4 Monopoly of Over-professionalism - you have to pass everything before you can contribute

5 Assumption that education happens while you are young not through life

6 Lack of apprenticeships for teenagers who may have practical instead of theoretical skills

7 Unwillingness to benchmark what free online education can liberate

8 Lack of understanding of changes net generation youth needed to rehearse to be sustainable

9 Lack of adaptability to individuals' situations and community's contexts

10 Lack of practicing collaboration in age of million times more collaboration technology

11 Structural misunderstanding of what literacies children need to develop before adolescence and what explorations they need to be empowered from adolescence. This can lead for example to parents and communities being excluded from "teaching" and school being funded as the only space for education which is a practically disastrous assumption for any community to make. To see what can be possible when freed from this depressing ideology look at http://thelearningweb.net

12 failure of public mass media to debate local and cross-cultural www.wholeplanet.tv gamechangers of borderless world ahead of time

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Sugata Mitra: Build a School in the Cloud from India's Hole in The Wall Education Revolution..

Help us Draft The Economist's Entrepreneurial Revolution newsletter year 41

The genre of Entrepreneurial Revolution was launched by my father Norman Macrae in the Economist in 1972 after witnessing the greatest change ever (way beyond the start ups generated by the invention of the steam engine that took more than a century to roll out Industrial Revolution in some parts of the planet )

What we saw in 1972 was youth experimenting with an early digital network-part of the UK's National Development Project in Computer Assisted learning. As Einstein and Von Neumann had already predicted systemic collaboration (death of distance connectivity of digital networking) changes of this immediacy and wholeplanet scale can only spin one of two opposite things onto our children's children.

- raise the productivity and sustainability of the whole human race by an order of magnitude or

cause worldwide chaos (lose integrity with nature and masses of youth's hope so microterrorism takes over faster than positive collaboration networks) of the sort that will decimate our species compatibility with nature

which education pathway do you wish to map? Do it now -as not to choose is the most destructive path of all. Be prepared to question everything. As readers of The Economist have known since 1972: none of the big organisational typologies of 20th century can sustain productive 21st c knowledge co-workers. The education sector needed to be the leader in going beyond the zero-sum modeling siloised when government, charity and corporate are the only financial models parents and communities have to invest inter-generational savings in.

how to design education to destroy the net generation -the tale of 4 wicked monopolies in one chaining all our children- what to research, what to teach, what to examine, what to acredit

Back in 1972 it seemed unlikely to me but quite probable to my father in spite of being media's optimistic rationalist (1) that we would design education to destroy job creation of worldwide youth in 2010s nut that is where we are still heading unless we help youth celebrate such freedoms as Khan and MoocYunus celebrated as the denoument to the 10th Skoll WorldChampionships at Oxbridge , we welcome opportunities to give away such webs as the following if you can demonstrate how to free education with them

TOUR OF JOB CREATING EDUCATION hemisphere's best value training epicentres dhaka is already asia's most economic place to become a nurse , a clean energy expert or a crop science expert (as far as relevant to types of rural agriculture Bangladesh is capable of sustaining around small producers) -china and japan have a lot to gain from such

johanessburg is the other great epicentre for most economical and practical training and I will try and make a complete list of its application areas

mit links in more socially minded tech wizards than any lab or media on earth whereas currently san francisco is the epicentre of usable open education platforms www.khanacademy.org and www.coursera.org -

I welcome any opportunity to exchange news of how to linkin such tours- 40 years ago dad and I first saw youth experimenting with early digital networks- the rest as far as The Economist's future is concerned will depend on where in the 2010s flows converge either to propagate the greatest lost generation or the most productive net generation..

ps the links between nutrition, nursing, organic food security, crop sciences so local value chains can earn a living seem to be the most popular missing practice curricula wherever students inspired by yunus meet with grameen's 2 moore's law acceleration projects of clean energy (eg million solar units installed- doubling ever 2.5 years) being part of the same solution future -if udc has a contact person on these subjects' connections it would be useful to know as probably half the people I meet in yunus related conversations are concerned with these topics- they also remain the one area that usaid has taken a completely different view on over last 5 years, and will hopefully clarify in the first ever global education conference hosted by usaid aug 2013; thematically it would also be a pity to miss any and every opportunity to approach whole foods as a main sponsor

youth economics is revising its back cover - who are top 100 supporters of moocyunus - 2013 is also 170th birthday of The Economist being founded to mediate end hunger and end of capitak abuse of youth at times of entrepreneurial revolution (industrial then, post-industrial now); norman macrae online archives are here,,

This course is designed to explore current nutrition concepts and controversies to assist the student in building a foundation of knowledge that may be used to evaluate nutrition information from varied sources and apply that knowledge to personal lifestyle and dietary choices. Students will have the opportunity to apply nutrition fundamentals to health promotion and disease prevention for themselves and others. This course will introduce students to the evaluation of nutrition research, interventions, and recommendations through use of an evidence based medicine approach. Current research and topics of interest to be addressed will include nutrition concepts as related to health promotion and disease prevention; food labeling; dietary supplements and herbs functional foods; plant based and vegetarian diets; and nutrition and fitness. The course will also include an overview of nutrition fundamentals as they relate to human health.

The course consists of lecture videos, which are between 5 and 20 minutes in length. Each video includes several questions that are not graded, but offered to foster personal insight and learning. In addition to the videos, there are weekly assignments that allow students to further explore topics and concepts. Each week also includes a weekly 10-15 question quiz that covers information from the video lectures that can be completed any time during the week it is offered or before the course concludes. Students have up to 3 attempts to master the quiz and each question provides an explanation for the correct answer. The course includes a discussion forum for students to communicate with one another about course content, to alert us about any technical or platform issues, and to share feedback from assignments.

You can choose your level of course involvement, whether it is watching the videos or choosing to complete some or all of the assignments and weekly quizzes. Once enrolled, you have full access to all course content and can join us and participate whenever your schedule allows. I do hope that you can take part on a weekly basis through the course offering. You do have the option of earning signed statements of accomplishment at the end of the course dependent upon your level of course participation and submission of some or all of the weekly assignments and quizzes (see below).

COURSE OBJECTIVES

By the conclusion of the course, the student will be able to:

1. Identify foods and dietary patterns that meet current dietary recommendations and are associated with reduced risk of chronic disease.

Each week the video lectures and posted slides will include links to credible websites referenced in the course and available to students for additional information. The textbook associated with the course, butnotrequired - the video lectures are designed to provide core content for this course - is Nutrition Now, 7th ed, by Judith Brown http://www.amazon.com/Nutrition-Now-Judith-E-Brown/dp/1133936539/re...

COURSE CONTENT AND SCHEDULE

Week One: Just What is a Healthy Diet? A Balancing Act

Week Two: Nutrition Labeling: Facts, Claims, and Challenges

Week Three: Dietary Supplements: Evaluating the Evidence

Week Four: Functional and “Super” Foods: Their Role in Optimal Nutrition

Leading Strategic Innovation in Organizations

Date to be announced.

This course is about the global history of economic development during the past 300 years. Undoubtedly the main feature of the history of this period is how the transformation of economic activity created an unprecedented opportunity for improvements in living standards. In this course, we'll examine how rapid and on-going advances in technology made this opportunity, and how some parts of the world have benefited while others have not. As well as dealing with 'what happened', we will emphasise what is known about 'why' – and what lessons historical experience can therefore provide. I hope you find studying Generating the Wealth of Nations a valuable and enjoyable learning experience.Professor Jeff Borland University of Melbourne

Dad (Norman Macrae) created the genre Entrepreneurial Revolution to debate how to make the net generation the most productive and collaborative . We had first participated in computer assisted learning experiments in 1972. Welcome to more than 40 years of linking pro-youth economics networks- debating can the internet be the smartest media our species has ever collaborated around?

1972: Norman Macrae starts up Entrepreneurial Revolution debates in The Economist. Will we the peoples be in time to change 20th C largest system designs and make 2010s worldwide youth's most productive time? or will we go global in a way that ends sustainability of ever more villages/communities? Drayton was inspired by this genre to coin social entrepreneur in 1978 ,,continue the futures debate here